Running head: LITERATURE REVIEW: DOMAIN C 1

Literature Review: Domain C

Amanda Boyer

National University
LITERATURE REVIEW: DOMAIN C 2

Abstract

This paper is a literature review of an article written by ​David Neito ​titled, “​A Brief

History of Bilingual Education in the United States​.” The article discusses ​the history and

current state of students learning the english language and education​. This article was

chosen specifically for the California Teacher Performance Expectations Domain C, which is

about making content accessible, student engagement, developmentally appropriate teaching

practices, and teaching English Learners.

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Teaching English Learners

Since “immigration is one of the most prominent features of the [United States,]” it is

imperative that professional educators possess knowledge, skills, and dispositions that

provide students of diverse cultures the best learning environment possible (Nieto, 2009).

Teachers have incredibly complex opportunities with ELL students linguistically,

academically, behaviorally, and socially. “It is important for all language teachers to gain an

understanding of the role language plays in shaping learns’ thinking and construction of

academic and social knowledge, how language is a reflection of our identities, and how

language works to develop our relationships with the groups into which we are socialized

(Haley & Austin, 2014, p. 8)”. I am looking forward to feeling more equipped to be

successful in facilitating a learning environment where my students feel accepted and have

high self-efficacy, and can then achieve academically.

Language Identification Process

In California, there is an initial language identification process where a Home

Language Survey is administered. If English is not the primary language then it is followed

up with the California English Language Development Test to evaluate the student’s

listening, speaking, reading and writing and classify whether the student is Fluent English

Proficient or an English Learner. English Learners are then placed in programs such as

Structured English Immersion, English Language Mainstream, or an Alternative Program.

In the Structured English Immersion Program, the classroom instruction is in English but

with accommodations and support in the primary language for children who have acquired

the classification of “reasonable fluency in English”. This program creates an environment

LITERATURE REVIEW: DOMAIN C 4

for English Learners to receive full access to the core curriculum, and while parents may

opt out of the SEI setting, they may not opt out of the ELD instruction. SEI may or may not

take place in a separate classroom but does have differentiated instruction. When it does

take place in a separate classroom, there are negative aspects such as segregation of

English Learners. In the English Language Mainstream Program, the classroom setting is

designated for students classified with “reasonable fluency in English,” but may still need

educational services to assist with academic deficits due to language barriers. Since this

takes place in a mainstream classroom, there must be appropriate additional educational

services or they run the risk of attempting to make on instructional approach work for all

students. In Alternative Programs such as Dual Language where instruction may be given

in primary language when needed, it also may segregate English Learners and runs the risk

of lower achievement and an inability to “catch up”. In my teaching experiences, I think that

two positives are that all of these programs utilize SDAIE strategies so there is consistency

among the teachers, and there is a formal evaluation each year so that students can be

reevaluated on their English Language Learning Classification. While there are programs in

place for English Language Learners, Neito argues that reform is needed, that bilingual

education must return to the forefront of education for democracy, and “politicians, school

administrators, teachers, parents, and the community at large should have access to

empirical findings that point to strategies that improve not only students’ English

proficiency but also their chances of developing their academic potential to the fullest”

(Nieto, p. 69).
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References

Commission on Teacher Credentialing. (2016). California teaching performance

expectations [PDF file]. Retrieved from https://www.ctc.ca

Haley, M.H. & Austin, T.Y. (2014). Content-Based Second Language Teaching and

Learning: An Interactive Approach (2​nd​ Ed.). Boston: Pearson.

Nieto, D. (2009). A Brief History of Bilingual Education in the United States.

Perspectives on Urban Education, Spring 2009, ​61-72. Retrieved from

https://pdfs.semanticscholar.org/7d75/c5f1b445aeb7c40ddef7ca948195e86e7967.pdf